چكيده لاتين
Education has long been one of the fundamental needs of humanity. Throughout history, thinkers have endeavored to study this subject and discover effective strategies for promoting and educating individuals. Among them, two great thinkers, Khwaja Nasir al-Din al-Tusi and John Dewey, stand out. Khwaja Nasir al-Din al-Tusi, a pioneer of philosophy in the 10th century AH (Islamic calendar), has produced valuable works and writings on education. John Dewey, an American thinker in the twenty century, also presented innovative theories as a representative of humanistic philosophy regarding education, which have had a significant impact on the field of education. The researcher, using a descriptive-analytical method in a comparative manner, has attempted to separately examine the theories of each thinker and compile a comprehensive collection of the intellectual theories of Khwaja Nasir and Dewey in this regard. For this purpose, four domains have been gathered in each perspective: foundations, objectives, types and stages, and methodology. Khwaja Nasir, emphasizing the religious and divine basis of his thoughts, considers education as a tool for achieving happiness and divine proximity. In contrast, John Dewey emphasizes an empirical and democratic foundation for education, viewing it as a social process. Khwaja Nasir refers to the goal of education as the cultivation of moral virtues and the realization of justice. He believes that education should be directed towards individual and social happiness. Dewey also emphasizes the importance of fostering critical thinking and social competencies in learners. He believes that prior experiences should serve as a foundation for new learning. In the section on types and stages, Khwaja Nasir emphasizes the importance of childrenʹs abilities and potentials, arguing that education should align with their natural development. This type of education is enforced from childhood and then continues in the form of theoretical wisdom. Dewey views education as a process influenced by the interaction between teacher and student. By providing complete freedom, he positions the teacher in the role of a guide. This research shows that both approaches, despite fundamental differences in perspective and method, emphasize the importance of education and its role in shaping human character. The results of this study can pave the way for the development of innovative educational methods that utilize the teachings of these two thinkers.
